REPORT. The Round Table: Putting Human Rights into Practice The Role of Education. UNESCO Headquarters, Paris, December 2008

Transcription

1 ED/BAS/RVE/2008/RP/2 Original: English FROM UNIVERSAL DECLARATION TO WORLD PROGRAMME : 60 years of Human Rights Education REPORT The Round Table: Putting Human Rights into Practice The Role of Education UNESCO Headquarters, Paris, December 2008 Section for the Promotion of Rights and Values in Education Division for the Promotion of Basic Education Education Sector UNESCO

2 TABLE OF CONTENTS GENERAL INTRODUCTION: THE UN, UNESCO AND HUMAN RIGHTS EDUCATION REPORT OF THE ROUND TABLE: PUTTING HUMAN RIGHTS INTO PRACTICE THE ROLE OF EDUCATION DAY 1 - Wednesday 10 December 2008 OPENING SESSION UNESCO AND HUMAN RIGHTS EDUCATION Nicholas Burnett HUMAN RIGHTS EDUCATION: CURRENT STATUS AND FUTURE CHALLLENGES François Audigier CASE STUDY: LEBANON Sylvie Fadlallah PANEL 1 HUMAN RIGHTS EDUCATION: POLICY AND RESEARCH Towards the strengthened linkages between research and national policies INTRODUCTION Moderator: Daniela Benjamin CASE STUDY: EL SALVADOR Florentin Menendez CASE STUDY: NORTHERN IRELAND AND THE REPUBLIC OF IRELAND Avril Hall Callaghan DISCUSSION AND RECOMMENDATIONS General Rapporteur : Liam Gearon PANEL 2 PROMOTING HUMAN RIGHTS EDUCATION: CURRICULA CONSIDERATIONS HRE as a specific issue or as a cross-cutting issue INTRODUCTION Moderator: K. Peter Fritzsche CASE STUDY: ARGENTINA Mara Brawer CASE STUDY: JORDAN Abeer Amouri CASE STUDY: BURUNDI Victoire Nahimana 2

3 DISCUSSION AND RECOMMENDATIONS General Rapporteur : Liam Gearon DAY 2 - Thursday 11 December 2008 PANEL 3 PARTNERSHIP IN HUMAN RIGHTS EDUCATION: CURRENT PRACTICE AND FUTURE INNOVATION Putting Partnerships in Place INTRODUCTION Moderator: Jacqueline Costa-Lascoux CASE STUDY: UGANDA Augustine Omare-Okurut CASE STUDY: ALBANIA Zana Tabaku CASE STUDY: MOROCCO Albert Sasson DISCUSSION AND RECOMMENDATIONS General Rapporteur : Liam Gearon PANEL 4 HUMAN RIGHTS EDUCATION BEYOND SCHOOLING Links between formal and non-formal education INTRODUCTION Moderator: Huguette Redegeld CASE STUDY: CANADA Cassie Palamar CASE STUDY: SOUTH KOREA Younghee Na DISCUSSION AND RECOMMENDATIONS General Rapporteur : Liam Gearon CLOSING SESSION UNESCO AND HUMAN RIGHTS EDUCATION Chair: Linda King THE UNITED NATIONS AND THE REDRAFTING OF THE DECLARATION ON HUMAN RIGHTS EDUCATION Emmanuel Decaux CLOSING COMMENTS General Rapporteur: Liam Gearon 3

4 GENERAL INTRODUCTION: The United Nations, UNESCO and Human Rights Education Human rights education (HRE) refers to education, training, and information for the purpose of building a universal culture of human rights. A comprehensive education in human rights consists of two components: knowledge and information on human rights and the mechanisms that protect these inalienable rights. It is important that HRE also impart the skills needed to promote, defend, and apply human rights in daily life. HRE is distinct from other types of values education. For example, citizenship education or education for democratic citizenship (EDC) is a set of practices and activities aimed at making young people and adults better equipped to participate actively in democratic life by assuming and exercising their rights and responsibilities in society. Education for mutual respect and understanding (EMRU) is concerned with self-respect, respect for others, and the improvement of relationships between individuals and communities of different cultural traditions. In EMRU, students learn to respect and value themselves and others; appreciate the human interactions within society; recognize and understand the commonalities as well as the differences between many cultural traditions; and learn how to manage conflict in a nonviolent way. Ultimately, EMRU fosters an environment of tolerance and mutual understanding which enables people to live together peacefully. It is clear that HRE, EDC and EMRU share many common features despite their distinctions. Each of these disciplines contain essential elements that should be included in educational systems all over the world in order to prepare youth to be active, responsible and caring national and global citizens. The importance of human rights education in promoting a global culture of human rights is becoming more widely recognized. Supporting human rights for all - regardless of ethnicity, language, religious beliefs or other differences - and the role of human rights education in this process, is now deemed essential to the security and welfare of all peoples. As a follow-up to the UN Decade for Human Rights Education ( ), the United Nations General Assembly proclaimed the World Programme for Human Rights Education (WPHRE) on 10 December, 2004 to further the implementation of human rights education programmes in all sectors (Resolution 59/113A). Building on the achievements of the UN Decade, the World Programme seeks to promote a common understanding of the basic principles and methodologies of human rights education; provide a concrete framework for action; and strengthen partnerships and cooperation from international to grassroots levels. The World Programme is structured around an ongoing series of phases, the first of which covers the period and focuses on primary and secondary school systems. The programme s Plan of Action was developed by a group of education experts and human rights practitioners from different regions of the world. This approach assured a truly global document based on the ideas and experiences of countries from around the world. The first phase of the Plan of Action outlines concrete strategies and practical recommendations for nation-wide human rights education implementation. As adopted by the 34 th session of the General Conference in November 2007, a series of activities have been undertaken by UNESCO throughout the year of 2008 to commemorate the 60 th anniversary of the Universal Declaration of Human Rights (UDHR) which was celebrated on Human Rights Day, 10 th December

5 UNESCO s Education Sector participated in the commemoration of the UDHR by organizing a series of three events based on the theme: 60 years of Human Rights Education at UNESCO headquarters in Paris from the 2 nd of December 2008 till the 27 th of February 2009: Learn about Human Rights Education, an exhibit of human rights-related learning materials from over fifty UNESCO Member States and reflecting a wide-range of creative approaches and cultural perspectives from regions around the globe. UNESCO Works for Human Rights: A poster exhibition on the street, leveraging UNESCO s campaigning strengths through art work, with posters from around the world displayed outside UNESCO Headquarters late in Putting human rights into practice: the role of education, a Round Table held December 2008 providing an international forum for the discussion of research, policy, curriculum and partnerships in human rights education across formal and informal contexts. This publication highlights some of the key ideas and features of these events. In addition to substantial opening and closing sessions, the Round Table consisted of four panels, the reporting of each consists of Summary, Introduction, Case Studies, Discussion and Recommendations. This publication can be read on a number of levels: as a retrospective commemoration of human rights education; as a celebration of current good practice; and, through its discussion and recommendations, as a source of guidance for future directions in human right education. 5

6 Five Pillars of the Plan of Action of the first phase of the World Programme for Human Rights Education: Policies and curricula Educational policies, such as legislation, national plans of action, policy statements, curricula and training policies, should explicitly promote a rights-based approach to education. The learning environment Learning environment should be one in which human rights are practised and lived in the daily life of the whole school community (e.g., whole school approaches, school governance). Teaching and learning practices and tools Teaching and learning practices and tools should reflect human rights values. For example, materials and textbooks should be consistent with principles of human rights education, and teaching methodologies should be democratic and participatory (e.g., methodologies, resources). Professional development of teachers and other educational personnel Professional development of teachers and other educational personnel should be targeted to enable educators and school staff to demonstrate and transmit human rights values (e.g., methodologies, training policies, modules) Evaluation and assessment approaches and tools The policies as well as educational activities aiming at integrating human rights education should be subject to impact evaluation and analysis (e.g., indicators of evaluation, methodologies). For more information on UNESCO s Plan of Action for Human Rights Education, please consult the website: 6

7 UNESCO Framework The Constitution of UNESCO states that the Organization s principal purpose is to contribute to peace and security by promoting collaboration among the nations through education, science and culture in order to further universal respect for justice, for the rule of law and for human rights and fundamental freedoms which are affirmed for the peoples of the world, without distinction of race, sex, language and religion. In 2003, UNESCO and Human Rights Education was developed and integrated into the overall UNESCO Strategy on Human Rights that was then adopted by the General Conference during its 32nd Session. The Organization assists Member States in formulating policies, strategies, action plans, and programmes, which will promote education for human rights and facilitate dialogue and cooperation among diverse actors. Its commitment to human rights education is further enhanced by its key role in the Education for All (EFA) movement and education-related Millennium Development goals, both of which are concerned with content and processes in, as well as access to, education with a universal nature and pledge to quality. 7

8 THE ROUND TABLE Putting human rights into practice: the role of education UNESCO Headquarters, Paris, December 2008 The Round Table Putting human Rights into Practice: The Role of Education was organized by the UNESCO Education Sector on December 2008 as a follow-up to the on-going first phase of the World Programme for Human Rights Education ( ). The Round Table served to provide a forum for UNESCO Member States to share their experiences on the integration of human rights principles into national educational policies and practices. Participants included representatives from Ministries of Education, National Commissions and Permanent Delegations to UNESCO, NGOs, research institutions, universities and educators. Over two days, the wide variety of participants knowledge and experience, together with their national and institutional backgrounds gave rise to rich and productive discussion. The Round Table had the following objectives: To exchange good practices and innovative policies on human rights education; To identify priority areas for action to develop and improve human rights education; To promote partnerships at national, regional and international levels. The four panels addressed priority areas for the improved integration of human rights principles into educational frameworks: PANEL 1 HUMAN RIGHTS EDUCATION: POLICY AND RESEARCH Towards the strengthened linkages between research and national policies The link between research and policy development in the area of human rights education (HRE) is a key issue. The development of effective educational policies requires knowledge and understanding of current research on key human rights issues. This panel explored good practices for the incorporation of existing research into the formulation and implementation of human rights educational policies. It examined how to strengthen the relationship between research institutes and policy-making bodies. A strong partnership between the two is needed for the sustainability of human rights education through appropriate programmes and monitoring mechanisms. PANEL 2 PROMOTING HUMAN RIGHTS EDUCATION: CURRICULA CONSIDERATIONS: HRE as a specific issue or as a cross-cutting issue While it is important to learn about specific human rights principles, it is equally important to introduce these principles into the overall learning process so that educational practices, curricular development, teacher training, teaching methodologies, learning resources and the 8

9 school environment all reflect the human rights principles taught. This panel evaluated the advantages and disadvantages of teaching human rights as a single subject or as a crosscutting issue throughout the curriculum. PANEL 3 PARTNERSHIP IN HUMAN RIGHTS EDUCATION: CURRENT PRACTICE AND FUTURE INNOVATION: Putting partnerships in place Strong institutional partnerships are required between Ministries of Education, national human rights institutions, NGOs, schools and colleges, teacher unions, teacher training institutions, research institutions and universities, to ensure the effective implementation of human rights education. The UNESCO National Commissions have the potential to mobilize these stakeholders for the building of institutional partnerships critical to fostering cooperation, and achieving sustainable outcomes. PANEL 4 HUMAN RIGHTS EDUCATION BEYOND SCHOOLING: Strengthening linkages between research and national policies If human rights education is to effect positive changes within society, it is essential that concern for human rights be extended beyond the immediate school environment to the community-at-large. To this end, several countries have begun to examine the possibility of mainstreaming human rights education in both formal and non-formal educational settings and linking the two in a complementary manner. 9

10 OPENING SESSION UNESCO AND HUMAN RIGHTS EDUCATION Nicholas Burnett, Assistant Director-General for Education at UNESCO HUMAN RIGHTS EDUCATION: CURRENT STATUS AND FUTURE CHALLLENGES François Audigier, University of Geneva CASE STUDY: LEBANON H.E. Mrs Sylvie Fadlallah, Ambassador of Lebanon to UNESCO 10

11 Opening UNESCO AND HUMAN RIGHTS Nicholas Burnett Assistant Director-General for Education at UNESCO Since its founding in the aftermath of World War II, UNESCO has leveraged its fields of competence to construct the defences of peace in the minds of men as stated by its visionary founders. UNESCO remains committed to this important aim and recognizes that education is a powerful tool to foster inclusive societies within a broader culture of peace based on respect for human rights. The Universal Declaration of Human Rights assigns two basic functions to education. Firstly, it stipulates that, Education shall be directed to the full development of the human personality and secondly, that, it shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. Member States have adopted the Universal Declaration of Human Rights (UDHR) along with other more recent human rights instruments, but it is the UDHR that notably establishes the right to education. This fundamental right is the basis of human development and personal fulfilment. It serves as an essential means for reducing poverty, promoting better health, livelihoods and social cohesion. However, this right is still denied to some 75 million children of primary school age, 55% of whom are girls 1. Despite progress towards gender parity, girls are still subject to discrimination and violence. Linguistic and ethnic minorities, as well as other vulnerable groups, are all too often excluded from education. Additionally, in many societies, universal values such as tolerance, respect, mutual understanding, and nondiscrimination are not yet guiding principles in teaching and learning processes. Government ratification of normative human rights instruments is crucial, but equally important is the successful implementation of these instruments in order to address all forms of discrimination. UNESCO s work in the area of human rights education (HRE) is set within the broader context of assisting Member States to develop and implement inclusive educational policies in short to achieve quality education for all. A human rights-based education imparts the skills needed to promote, defend and apply human rights in daily life. It promotes respect for human dignity and equality, fundamental to human development, and serves to further inclusive-based societies and participation in democratic decision-making. UNESCO provides a platform for cooperation and partnership among actors committed to this process. In close coordination with other UN agencies, the Organization plays a major role in the implementation of the World Programme for Human Rights Education that was adopted by the UN General Assembly in One of the key objectives of the World Programme for Human Rights Education is to encourage Member States to adopt a holistic approach in their efforts to mainstream human rights education. In this regard, UNESCO has recently supported a programme in Albania, with the financial support of Italy, to implement human rights education into curriculum development, in-service teacher training, school policies and the wider school community. 1 Education for All Global Monitoring Report

12 Such a comprehensive approach is necessary if human rights values and democratic practices are to be successfully integrated into the educational system as a whole. Human rights education is also about historical remembrance and transmission. During UNESCO s 34 th General Conference in October 2007, Member States adopted General Resolution 61, which requests UNESCO to explore the role it can play in promoting Holocaust remembrance through education and in combating all forms of Holocaust denial. It requests UNESCO to place education at the centre of its work for Holocaust remembrance. UNESCO works with major stakeholders and Member States to promote learning materials and educational resources which use the lessons of the Holocaust to foster human rights values throughout the world. UNESCO has also been actively involved in efforts related to the memory of the Slave Trade. Freedom from slavery and servitude is a fundamental human right recognized in Article 4 of the Universal Declaration of Human Rights. Through its ambitious Slave Route Project, UNESCO has created greater understanding of the slave trade and its consequences for modern societies. It has addressed racial prejudice and attempts to conceal the scale and impact of this tragedy. The Breaking the Silence project carried out through UNESCO s Associated Schools, is another example of the work to deepen understanding of the slave trade and to promote a world free of stereotypes, injustice, discrimination and prejudice. The ultimate aim of both these projects is to contribute to the establishment of a culture of tolerance, peaceful coexistence and respect for human rights. Our task is to help teachers sensitize students to the reality of genocides and human rights crimes and enable them to resist all forms of prejudice and hate. This is made possible through our Associated Schools network, our UNESCO Chairs at the university level, our International Bureau of Education and civil society partners. Today, we are here to discuss what progress has been made in the area of the implementation of HRE, what challenges have yet to be overcome, and how to best overcome them. Human rights education is based on the universal values and concerns found in our everyday lives. I hope that by the end of this round table, we will have developed a clear roadmap indicating the next steps to successfully mainstream human rights education in all learning contexts, as well as in our societies at large. 12

13 Opening HUMAN RIGHTS EDUCATION: CURRENT STATUS AND FUTURE CHALLLENGES Professor François Audigier University of Geneva Goals expressed in any national, international or multilateral declaration concerning human rights education (HRE) possess a certain nobility, proclaiming as they do the ideals of dignity, equality and equal access to education for all. However, a simple look at the current state of affairs demonstrates that these goals and objectives are often not actually realized. HRE itself can be a rather ambiguous term, and for the purposes of this Round Table, it is important to explain exactly what is meant by it. In the context of our discussions, education will refer to academic education. In order to further clarify this, two statements can be made. First, education is a human right in itself and inherent in this idea is the notion that education must aim to teach students about human rights ideals and principles. Second, the exercise of powers and responsibilities in schools must uphold the very principles they are aiming to instruct. Otherwise, the discrepancy between what is being taught and what is being demonstrated will encourage a distorted understanding of the idea of respect for human rights. Another important feature in the idea of human rights education is that the learning which occurs outside the school setting is equally as important as the learning which occurs inside the school setting. Non-formal education takes place in the family and in the community through the day-to-day interactions between people. The family in particular plays an important role. Thus, the harmonization of values taught in school with those observed in the family, is a crucial factor for success. The current exploration of HRE is in two parts: first, an overview of the current status of HRE by specifically examining theoretical and practical components, and second, some of the challenges that the international community is currently facing in the mainstreaming of human rights education at the national level. The Current Status of HRE: An Overview National governments, intergovernmental and non-governmental organizations around the world have been active in the area of developing and implementing human rights education programmes. In order to be effective, human rights education must be context specific: programmes must draw on national experiences and existing social, economic and cultural conditions. This process of contextualization is essential in order to make this knowledge relevant for the people of a particular country. There are two important facets to a successful HRE programme: the conceptual and the practical. The conceptual facet is fairly self-explanatory; it requires a solid understanding of human rights principles and ideas as well as an understanding of the mechanisms and instruments that exist in order to protect them. In order to be able to defend one s rights, it is necessary to first understand what these rights are. 13

14 The practical facet uses real-life situations to build on the knowledge that students have acquired and takes into account the needs, interests and priorities of all actors. Active participation and support for human rights principles will stem from the knowledge that one possesses. While teaching children about ideas such as justice, equality, freedom and liberty are important, what is more important is that these notions be grounded in the students daily realities. Teaching children the skills that accompany these rights: non-violent communication, active listening, mediation, etc. will foster the development of an informed, educated, and socially conscious population. Ambiguities and Challenges HRE poses numerous challenges for educators, policy-makers and community leaders. A first set of challenges relates to the different kinds of learning that can take place: HRE programmes must be target-based to address the specific age group and desired learning outcome. Therefore, teaching methods and pedagogical materials must be similarly adapted. For example, a lesson on the concept of liberty would be conducted much differently in a group of five-year olds than in a group of high school students. A different set of challenges concerns the possibility for various interpretations of human rights. Although one of the underlying features of human rights principles is the idea of universality, the notion of selective interpretation negates this. Political communities, States, and institutions can interpret the idea of human rights to suit their particular aims or needs. While it is necessary to achieve a harmony between the different groups of rights, that is, between political and civil rights and social and economic rights, this is often not the case. Depending upon the conditions of a particular country, it can be very easy to deny one group of rights in favour of another group of rights in order to achieve certain political goals or garner support among certain segments of the population. But the links between these groups of rights are clear. Civil and political rights ensure that the marginalized and disadvantaged segments of the population have access to what are considered basic human needs (food, shelter, fresh water, etc.).these same rights also ensure that social and economic rights are guaranteed for all. If this harmony becomes unbalanced and some rights are denied in favour of others, it could have a devastating impact on society as a whole. Human rights principles support the notion that our inherent rights and social order cannot be contradictory to the values and ideals upheld by these principles and must be reaffirmed through the actions of governments. These principles must be applied equally among all segments of the population with no discrimination of gender, religion, wealth, etc. This is a challenge that States need to address if they want to ensure the successful implementation and sustainable impact of HRE programmes. Responsibilities, both personal and professional, are a duty of every human being. However in order for respect for human rights to exist throughout society, it is important that all, including those in a position of power, exercise respect for human rights principles. 14

15 Opening CASE STUDY: LEBANON Her Excellency Ms. Sylvie Fadlallah Ambassador, Permanent Delegate of the Lebanese Republic Historically, Lebanon has played a key role in the elaboration of the Universal Declaration of Human Rights (UDHR) with Charles Malik, a Lebanese national, acting as Rapporteur of the drafting committee. Lebanon has demonstrated a continued commitment to upholding the basic values of UNESCO in support of the defence and respect for human rights, particularly through its attempts to mainstream human rights education (HRE) at national and international levels. For example, following the 1998 educational reforms, new citizenship textbooks encouraged the educational development of a proactive Lebanese citizenry by integrating human rights values such as freedom, democracy and justice into education, undergirded by human rights principles. Attempting to forge an open, tolerant and democratic society, these educational reforms have encouraged young citizens to aspire to take a full participative role in Lebanese life social and cultural, civil and political. As a member of the Arab League, Lebanon has striven to embody the principles of the UN Charter and the UDHR through its legal framework, aspiring to uphold the ideals of a democratic, parliamentary republic founded on respect for public liberty, freedom of expression and belief as well as social justice and equality among all citizens. Active social and political participation on the part of the Lebanese citizen is viewed as a right and responsibility, the groundwork for which is established though education. If primary and secondary schooling are crucial here, Lebanon furthers the notion that human rights education must take place both inside and outside the classroom in both formal and non-formal educational settings. The involvement of civil society groups and NGOs is therefore crucial in the creation of a culture of human rights through education. Neither the formal nor the informal contexts of HRE are static but the basic principles of human dignity, of social justice, of equality should pervade the lives citizens. If new social and political conditions, especially times of crisis, present challenges to the realization of these principles such times of crisis also present opportunities for their reaffirmation. The use of the term education in human rights education is therefore not arbitrary. It reflects the basic notion of education: the diffusion and evaluation of ideas and concepts, the creation and dissemination of new knowledge, reflection on and preservation of culture and tradition, and the development of attitudes and aptitudes. Development and implementation of HRE is thus an on-going process. Key challenges are: to produce enriching national educational policies in the area of human rights education; to improve existing curricula; to diversify pedagogical methods; to improve teacher training; to strengthen non-formal education. Despite the work accomplished nationally and internationally, these challenges are those shared by Lebanon and the world community. 15

16 PANEL 1 HUMAN RIGHTS EDUCATION: POLICY AND RESEARCH Strengthening the linkages between research and national policies SUMMARY The link between research and policy development in the area of human rights education (HRE) is a key issue. The development of effective educational policies requires knowledge and understanding of current research on key human rights issues. This panel explored good practices for the incorporation of existing research into the formulation and implementation of human rights educational policies. It examined how to strengthen the relationship between research institutes and policy-making bodies. A strong partnership between the two is needed for the sustainability of human rights education through appropriate programmes and monitoring mechanisms. INTRODUCTION Moderator: Daniela Benjamin CASE STUDY: EL SALVADOR Florentin Menendez CASE STUDY: UNITED KINGDOM AND IRELAND Avril Hall Callaghan ROUND TABLE REFLECTIONS AND PRIORITIES FOR ACTION General Rapporteur : Liam Gearon 16

17 PANEL 1 HUMAN RIGHTS EDUCATION: POLICY AND RESEARCH Strengthening the linkages between research and national policies KEY QUESTION How should research be linked to policy formulation and implementation of human rights education? INTRODUCTION In order to ensure that human rights values are understood and respected by all, human rights education (HRE) needs to be incorporated not only into the school system, but also throughout society in general. This will also help to ensure sustainability. In order for this widespread integration of principles to be successful, what are the major problems related to human rights? Who should be targeted? What methods are being applied? Moderator: Daniela Benjamin First Secretary, Permanent Delegation of Brazil to UNESCO Education is essential for the promotion of human rights. As Daniela Benjamin suggested, education is not only a right in itself, but also a tool which can be used to guarantee the protection and promotion of other rights. Given the interdependence and mutually reinforcing nature of human rights principles, knowledge and understanding of these principles are essential in order for people to be aware of their rights and the responsibilities that accompany them. Human rights education (HRE) provides knowledge about both human rights values and the mechanisms that protect these values. In addition, it provides the tools for people to apply human rights in their daily lives to combat discrimination, intolerance and other human rights violations. HRE also improves the quality of learning achievements and assures the full development of the individual s personality by fostering understanding, tolerance and peace. In order to cultivate a universal culture of human rights, a global understanding and implementation of HRE is essential. However, this is proving to be quite challenging as each country has its own set of human rights issues to address and its own set of obstacles to overcome in implementing HRE. While a common understanding and implementation of HRE is beneficial, HRE programmes must reflect the particularities of a given country or geographic location. Consequently, HRE programmes must draw from national experience and identity and be nuanced to reflect the particularities of a given country or geographic location. Here, arguably, States have not made use of the knowledge acquired through research when designing and implementing policy in the area of HRE to be effective. Policy-makers need then to be aware of current research findings in this field in order to develop sustainable and effective programmes. Crucially, the international community could here consolidate the links between research institutes, universities and governmental authorities charged with educational development in HRE. This is an issue calls for further examination. 17

18 PANEL 1 HUMAN RIGHTS EDUCATION: POLICY AND RESEARCH Strengthening the linkages between research and national policies CASE STUDY: EL SALVADOR Dr Florentin Melendez Former President, Inter-American Commission for Human Rights, El Salvador Dr. Florentin Melendez shared the El Salvadorian experience in terms of the development and implementation of a national programme of human rights education (HRE). Thus, following years of civil war, violence, political unrest and military dictatorships, El Salvador initiated a peace process in the 1990s. The El Salvadorian case was distinctive in that HRE was an integral and concurrent part of this peace process, in conjunction with a wider series of educational reforms. Led by the Ministry of Education (MOE), a national plan was established which received overwhelming levels of public support. The reforms actively promoted the inclusion of human rights values in across curricula of schools and colleges. This process, which emphasized positive changes in the mindsets, attitudes and behaviors of youth through the promotion of economic, social and cultural rights, fostered the development of new knowledge and skills in many schools. While the reforms have been successful, certain areas deserve closer attention. For example, the reforms lack a commitment in the area of improving teacher training. National experience and identity were seen as playing a critical role in the development of HRE programmes. In El Salvador, themes of particular relevance include: discrimination, intolerance, violence against women, violence against segregated pregnant girls in schools, juvenile delinquency, and the use of force in schools (where it is often legalized). Also relevant are levels of democratic freedoms (such as decision-making) in schools, as well as in homes and wider society. Despite the fact that HRE programmes have to respond to the specific needs of a country or a community, regional initiatives can also play an important role. The Inter-American Committee on Human Rights was upheld as a good example of such collaboration. Of particular challenge for El Salvador, and across Latin America, was the requirement to synthesize research with educational policy as an important component for HRE s success. In addition to those areas of concern specific to El Salvador and the region, several generic research questions were thus identified: Has an impact assessment been developed so that all actors, including those at the political level, have an accurate idea of the importance of HRE? What are some of the legal aspects of HRE? For example, have national laws been harmonized with international human rights instruments? Are countries preparing textbooks integrating human rights values for all grade levels? What is the current state of research in universities, research centres and international or non-governmental think tanks? Does this research have an impact on policy development? 18

19 PANEL 1 HUMAN RIGHTS EDUCATION: POLICY AND RESEARCH Strengthening the linkages between research and national policies CASE STUDY: NORTHERN IRELAND AND THE REPUBLIC OF IRELAND Avril Hall-Callaghan, General Secretary, Ulster Teachers Union Avril Hall-Callaghan presented a human rights education (HRE) initiative to address issues between Northern Ireland and the Republic of Ireland. This project was developed during the early1990s in the last years of the Troubles. Two teachers unions cooperated, the Ulster Teachers Union (UTU) and the Irish National Teachers Organisation (INTO), and Education International (EI), an important all-ireland educational initiative, opening new channels of communication and cooperation. The vision for a project was to teach about human rights. By developing young people s skills in articulating their rights to others, the project hoped to have a wider societal impact. The programme consisted of a research-based approach combined with a strong monitoring and evaluation system to ensure the continued confidence of key partners. Also important was the programme s reliance on the input of teachers, support services and the education inspectorate. Materials were developed by teachers from the North and South who produced lesson plans in their own time. The fact that teachers were the ones developing the material meant that it could be directly implemented in classrooms. The experience of having educational professionals from both sides of the border was instrumental in fostering cooperation and communication. The project relied on a whole school approach which created an atmosphere of accessibility, respect, tolerance and integration in all school activities. The Lift Off programme was based on a series of pilot projects, implemented in three phases: Phase 1 ( ) targeting 8-10 year olds: Through a scenario involving a friendly alien coming to Earth, children were encouraged to examine problems that exist on Earth as well as their individual and collective human rights and responsibilities. Phase 2 ( ) targeting year olds: This phase attempted to widen the scope of understanding and address issues on a global basis. Phase 3 ( ) targeting under-8 year olds: This phase concentrated on building the necessary skills and attitudes that would lead to later learning. Although the term human rights was not specifically used, lessons were built around ideas of empathy, cooperation, respect and conflict resolution. The pilot project was implemented initially in a small number of schools on both sides of the border. By 2005 however, the project had quickly grown to 90 schools. Subsequently, an additional 25 new schools were recruited. The project has successfully generated unprecedented levels of cooperation between the North and the South, including an important spill over from the educational realm into the political, not least cooperation between the Ministers of Education of Northern Ireland and the Republic of Ireland. 19

20 In additions to teachers forums and conferences, involved too were the Human Rights Commissions both from the Republic of Ireland and Northern Ireland. The two Ministers also shared the stage in Northern Ireland as another example of cross-border cooperation and communication. The current phase ( ) focuses on mainstreaming human rights education. In February 2008, materials were launched in both English and Irish in an additional 900 schools in Northern Ireland and 3000 schools in the Republic of Ireland. Given the widespread reach of the programme, it is clear that the focus has moved from the research phase into the implementation phase. There are three main goals for the future of the project: to develop a body of teachers with the knowledge and skills to integrate human rights education into their own practice; to establish a mechanism for promoting and monitoring a whole school approach for HRE; and to develop a consistent, coherent and sustainable strategy for HRE within primary schools in Northern Ireland and the Republic of Ireland. Key generic research questions which emerged from this case study were: What are the key elements of success in HRE programmes? How can evidence-based evaluation of HRE be used to enhance effectiveness? How can wider societal impact of HRE be measured? What might be the indicators of this success? How can research contribute to the conceptual understanding of HRE? What is distinctive of HRE in post-conflict educational contexts? What role can historical research in HRE play in developing understanding of the educational challenges of the present? 20

21 PANEL 1 HUMAN RIGHTS EDUCATION: POLICY AND RESEARCH Strengthening the linkages between research and national policies DISCUSSION AND RECOMMENDATIONS General Rapporteur : Liam Gearon DISCUSSION In the debate that followed, a number of important policy and research issues were raised including: the efficacy of HRE; the contextualization of HRE in developing versus developed countries; the assessment of best practices; and the historical evolution of human rights in educational contexts. A number of troubled issues were raised in regard to the varying levels of difficulty with which HRE can be implemented, often being dependent upon a nation- State s respect for human rights. Thus some participants highlighted the fact that in certain States a lack of respect for basic human rights makes it difficult to implement an HRE programme. As a result of this considerable diversity in experience of HRE on the ground, participants identified a pressing research focus to be the impact of HRE. Many participants highlighted the importance of raising public support and awareness for HRE to ensure funding and widescale implementation. Yet there was presented here an issue of considerable epistemological, methodological and theoretical difficulty: what measurable objectives and practical indicators might be used to assess of the successful implementation of HRE within States and internationally? Although participants agreed that assessing impact is crucial, many felt that it is too early to do so as several States are still in initial phases. Key research questions for HRE were: How are human rights conceptualised in different States? How can educators better understand and analyze how HRE in order to develop learning outcomes and subsequent teaching and learning methods best suited to their country? Are there differences in conceptualisation between developing and developed countries? What is the impact on the conceptualisation of human rights and HRE as a result of historical colonial experience? As countries emerge from long histories of colonial oppression, years of one-party, dictatorial rule, or violence and civil war, education in human rights issues becomes increasingly important: what are the distinctive features of HRE in such countries? What scope is there for comparative international research? In times of war, conflict or deprivation, how is it possible to teach children and young people about human rights when they are non-existent in people s daily lives? How can the right to education become an integral part of HRE? How can this be clarified so that policy makers and educators can propose relevant solutions in the absence of basic human rights? How is good HRE practice in general to be identified? And since HRE must affect society as a whole, how can HRE be seen to impact at all different levels of society from formal education to those in positions of authority such as the police, judiciary and prison service. 21

22 RECOMMENDATIONS In order to enhance political commitment to HRE, national and international networks/projects should be established to create a stronger a policy-research interface for HRE, including the consolidation of existing and creation of new strategic partnerships between universities, international organisation such as UNESCO and the Office of the High Commission for Human Rights. Further research should be undertaken into the following aspects of HRE and policy: 1. Conceptual, contextual and philosophical research should be undertaken into the disparate understandings of human rights and HRE within, across and between nationstates. This should include historical research to investigate specific geo-political factors which have affected and continue to effect the implementation of HRE policy on the ground, especially in present-day conflict zones and post-conflict situations. 2. Research should be undertaken into evaluation and monitoring tools for HRE, including legal frameworks, to assist and support policy implementation. 3. Research should be undertaken into the most effective means of curriculum development, including the development of appropriate HRE materials and methods, in schools but also in teacher training. 4. Research should be undertaken into the means of fostering of active student leadership essential to creating a culture of human rights in schools, colleges and wider community. 22

23 PANEL 2 PROMOTING HUMAN RIGHTS EDUCATION: CURRICULA CONSIDERATIONS: HRE as a specific issue or as a cross-cutting issue SUMMARY While it is important to learn about specific human rights principles, it is equally important to introduce these principles into the overall learning process so that educational practices, curricular development, teacher training, teaching methodologies, learning resources and the school environment all reflect the human rights principles taught. This panel evaluated the advantages and disadvantages of teaching human rights as a single subject or as a crosscutting issue throughout the curriculum. INTRODUCTION Moderator: K. Peter Fritzsche CASE STUDY: ARGENTINA Mara Brawer CASE STUDY: JORDAN Abeer Amouri CASE STUDY: BURUNDI Victoire Nahimana DISCUSSION AND RECOMMENDATIONS General Rapporteur : Liam Gearon 23

24 PANEL 2 PROMOTING HUMAN RIGHTS EDUCATION: CURRICULA CONSIDERATIONS: HRE as a specific issue or as a cross-cutting issue KEY QUESTIONS How can human rights education be integrated into, for example, school programmes and textbooks as well as teacher training? Should HRE as be taught a specific issue or as a cross-cutting issue? INTRODUCTION The successful integration of a national programme of human rights education (HRE) requires partnerships between different sectors of society. While many countries have initiated projects at the regional, local and national levels, what is lacking is a coordinating body to ensure the development of a cohesive strategy. Who should take on this role and how can cooperation be achieved between the various partners? Moderator: Professor Dr. K. Peter Fritzsche UNESCO Chair in Human Rights Education, University of Magdeburg, Germany Several countries have made the integration of a national programme of human rights education (HRE) a priority. But what challenges must be overcome so that HRE becomes a priority for all States? A number of experts and practitioners highlight a lack of conceptual clarity in defining HRE. In addition, an incomplete and unclear understanding of the differences between HRE, Education for Democratic Citizenship (EDC), Education for Mutual Respect and Understanding (EMRU), as well as peace education also add to this lack of clarity surrounding the definition and therefore effective implementation of HRE. The question to ask here is, how can States best ensure the development of a holistic approach for HRE in this context? The sharing of national experiences is important as it allows States to explore commonalities, and differences in the development and implementation of HRE. An examination of issues around the implementation of HRE leads to four main questions: What progress has been made? What are the remaining challenges? How can we ensure that the process is sustainable? Who are the major actors? Further analysis of HRE raises other questions: How can we integrate children s rights into HRE, for instance in relation to the Convention on the Rights of the Child? What standards should be expected for HRE? Considering the lack of a strong conceptual framework, how can we ensure that HRE is being implemented and not something similar such as EDC or EMRU? Do we have the right or obligation to educate about those rights which are most often violated? It is clear, then, in short, that HRE attempts to foster a climate of change, but it is important to be clear on the kind of change that is desired. 24

25 PANEL 2 PROMOTING HUMAN RIGHTS EDUCATION: CURRICULA CONSIDERATIONS: HRE as a specific issue or as a cross-cutting issue CASE STUDY: ARGENTINA Mara Brewer Secretariat for Human Rights, Section for Education, Ministry of Education, Argentina Argentina is a federal state where education is part of the mandate of the provincial governments but where collaboration exists at national level. In this context, Mara Brewer explored recent curricular reform in Argentina, including debate on how to teach human rights to children. In terms of broad curricular revision, consensus was established that the curriculum be organized into two parts: Curricular spaces: consisting of subjects that would be taught with a disciplined logic Transversal content: consisting of cross-cutting content that can be taught by incorporating the material into more than one discipline. The question remained as to where can human rights content be incorporated into such a curricula framework. To answer this question it was considered necessary to examine what is meant by human rights education (HRE) and how HRE should be taught. At a fundamental level, HRE implies an education in values which, though often contested, have been agreed by the consensus of an international community, and taken as basic and universal. It was agreed though that HRE cannot be confined to or solely equated with an education in values. HRE, for example, also implies an understanding of governance. In order to understand the mechanisms that protect human rights, it is necessary to understand the idea of a supra-national judicial body and the idea that human rights can limit the power of States over individuals. State support is therefore critical since through its legislative and related power, the State can either strengthen or curb these rights. The historical and political background of Argentina illustrates this balance. HRE can be therefore also said to be closely linked with education in democratic citizenship. In teaching HRE it is thus important to understand the historical context behind the struggle for human rights, nationally and internationally. Understanding this historical context should therefore form a significant element of any HRE curriculum. An example of this can be found in a school in a barrio of Buenos Aires. During the military dictatorships, a secret detention centre was established within the school. There is currently a project underway which aims to help the barrio recover its memory. Through interviews and the collection of oral histories, students are attempting to understand what life was like during the decades of military dictatorships with the aim of eventually turning the centre into a memorial. Given the community involvement, it is hoped that this project will have a wide impact. As well as instilling a sense of democratic heritage, history can be the gateway to understanding how rights might be defended in the present. In Argentina, teaching materials have been developed to transmit the memory of the struggle for human rights during the years of military dictatorship. Thus, with the support of audio-visual material, children can hear stories from Argentinean grandmothers about past generations and learn about the struggles that people underwent 25